The development and psychometric properties of the Thai School Bonding Questionnaire (TSBQ)
MetadataShow full item record
This dissertation discusses the development and the psychometric properties of the Thai School Bonding Questionnaire (TSBQ). This was developed because a reliable and valid instrument was needed to facilitate research study in the area of adolescent health and education in Thailand. This study employed a three-phase process. In Phase 1, a concept analysis was done to determine the linguistic meaning of school bonding. In Phase 2, the Thai school bonding questionnaire was developed through focus group discussions and translation of the English version of the identification with school questionnaire. In Phase 3, questionnaire was administered to a sample of 803 Thai eighth grade students representing low- and non- low socioeconomic status families from three urban public schools located in Bangkok, Thailand. Test-retest reliability at a two-week interval was examined with the 216 students. A concept analysis confirms the attributes of attachment, commitment, involvement, and belief first suggested by Hirschi's four factor theoretical model of school bonding. However, factor analysis of the 40-item TSBQ revealed eight factors that explained 56.64% of the total variance. The commitment, involvement, and belief dimensions were kept the same; however, the attachment dimension was expanded into five newly derived sub-dimensions which included attachment to teacher, teacher support, older student support, school environment, and school belonging. Confirmatory factor analysis supported the better fit of the 8-factor model than the 4-factor model. The TSBQ demonstrated an adequate internal consistency and reliability of the total scale and the subscales. The reliability of the total scale was .91. The internal consistency reliability for eight subscales ranged from .57–.85. The total score of TSBQ was negatively related to absenteeism, alcohol and cigarette use, and positively related to GPA.